Author

Date of Award

Degree Name

Department

Educational Leadership, Research and Technology

First Advisor

Dr. Charles C. Warfield

Second Advisor

Dr. David J. Cowden

Third Advisor

Dr. Steven C. Rhodes

Fourth Advisor

Dr. William J. Armstrong

Abstract

The purpose of this study was to answer the following questions: (1) Do the attitudes of faculty members in institutions rated as having high quality media service programs differ from the attitudes of faculty members in institutions rated as having low quality media service programs in regard to the use of instructional media? (2) Do type of institution, subject field, academic rank, degree held, length of teaching experience, formal courses in educational media, and in-service training programs in instructional media uses affect faculty members' attitudes toward the use of instructional media?

The research population consisted of 6 media directors and 390 randomly selected faculty members from 6 institutions of higher education in Michigan: 2 two-year colleges, 2 four-year colleges, and 2 universities. Of the questionnaires described, 83.08% were returned. Two instruments were used to gather data: the Media Director Questionnaire and Faculty Questionnaire on the Use of Instructional Media.

Using one-way-analysis of variance, the investigator found a significant relationship between type of institutions and the attitudes of faculty members toward the use of instructional media. The same was true of subject areas taught and academic rank. However, no significant relationship existed between degree held and faculty members' attitudes toward the use of instructional media.

Using the t test, the investigator found a congruence between media directors' ratings and the attitudes of faculty members toward the use of instructional media in two-year colleges and universities. There was no congruence regarding four-year colleges. There was congruence when all institutions were compared. Also, the investigator found a significant difference existed in the attitudes of faculty members in regard to the use of instructional media based on their teaching experience, formal courses taken in educational media, and participation in in-service media training programs.

Using the second category of Faculty Questionnaire on the Use of Instructional Media, the research hypotheses on type of institutions, subject areas taught, academic rank, and degree held were rejected. However, the research hypotheses on teaching experience, formal courses taken in educational media, and participation in in-service media training programs were accepted.